Organized spontaneity: The learning commons

Megan Stark, Sue Samson

Research output: Contribution to journalArticlepeer-review


The transition from an information center to a learning commons requires a focus on design elements that extend a user focus beyond services into new considerations of how patrons are interacting with information while occupying a particular physical space. The learning commons incorporates and promotes space that reinforces learning, imagines services as a menu of options, and acknowledges and supports the success of library users in their academic pursuits. This case study builds on the concept of "organized spontaneity" that serves both as an underlying philosophy or attitude toward library space and as a primary design feature of the transition.

Original languageEnglish
Pages (from-to)260-272
Number of pages13
JournalCollege and Undergraduate Libraries
Issue number2
StatePublished - Apr 2010


  • Learning commons
  • Organized spontaneity
  • Space design


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